Loneliness+and+Comradery+Topic+3

Topic
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 * Nonfiction and Informational Texts **

Before reading any of the texts in this section, students should have already discussed their own concepts and should have created/written their own definitions for the terms loneliness and comradery. They should use the following nonfiction/informational text to be further explore/analyze the causes and effects of loneliness/isolation and comradery/friendship/companionship. As they read and after they finish reading each text, students should articulate each author’s particular definition/perspective relating to the concepts of loneliness/isolation and comradery/friendship. They should also be able to explain/infer/analyze how each author’s concepts of these themes have different implications, causes, and effects. Students should also be prompted to explain how one author’s perspective of loneliness and comradery differs from another author’s perspective. Students must be able to analyze/explain how the characters relate to and reinforce the author’s particular perspective of these themes. Students should compare their own definitions of these terms/concepts to each author’s perspective. They should then be given another opportunity to revise their own definitions of loneliness and comradery, and (if necessary) incorporate/synthesize aspects of each author’s definitions for these terms/concepts into their revised definition. Finally, students should also be able to explain/articulate not only what brought about these revised personal definitions but also how experiencing these texts has broadened their understanding of these themes.

Common Core Standards
**RI.11-12.1.** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  **RI.11-12.2.** Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.  **RI.11-12.3.** Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.  **RI.11-12.4.** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).  **RI.11-12.5.** Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.  **RI.11-12.6.** Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.  **W.11-12.1.** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  **W.11-12.2.** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.  **W.11-12.4.** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)  **W.11-12.5.** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.  **W.11-12.9**. Draw evidence from literary or informational texts to support analysis, reflection, and research.  **W.11-12.10.** Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.  **SL.11-12.1.** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  **SL.11-12.2.** Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.  **SL.11-12.3.** Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. <span style="font-family: Arial,Helvetica,sans-serif;"> **SL.11-12.6.** Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Suggested Student Objectives

 * To analyze and explain (through discussion and writing) how the readings (below) connect to their own lives, and how they compare and contrast in their style, tone, audiences, and handling of the themes of loneliness and comradery.
 * To identify and analyze (through discussion and writing) instances from the readings that they object to, disagree with, and or can argue against, and to use sound logic and evidence to provide rebuttals to the readings (when necessary).
 * To identify, discuss, analyze, and write about elements of each reading in order to discern the intended audience for each particular reading.
 * To synthesize at least three of the sources in order to write compositions on the themes of loneliness and comradery. (An example of a suggested prompt for this objective is found below in the activities section.)
 * To explore their own concepts and create their own definitions for the terms loneliness and comradery.
 * To examine and analyze definitions/depictions of loneliness and comradery in short stories and compare and contrast various authors’ depictions/causes/effects/implications/significance of these themes to their own definitions of loneliness and comradery.
 * To explore the themes of loneliness and comradery in depth from many different angles and points of view.
 * To understand the implications of loneliness and comradery for themselves, society, and how these implications are reflected in literature
 * To help students explore and understand the intentions and meanings of the texts.
 * To improve writing skills by providing a variety of writing assignments related to the texts.
 * To improve literary analysis skills and comprehension by understanding the various causes, effects, and definitions of loneliness and comradery reflected in each text.
 * To provide students with a springboard to create, reevaluate, and revise their own concepts/definitions of loneliness and comradery.

Suggested Additional Readings
<span style="font-family: Arial,Helvetica,sans-serif;">(See resource links below for access to most of these texts.)

<span style="font-family: Arial,Helvetica,sans-serif;">Excerpts from //Walden (Where I Lived, and What I Lived For, Sounds and Solitude, and Visitors)// by Henry David Thoreau <span style="font-family: Arial,Helvetica,sans-serif;"> //A Streetcar Named Success// by Tennessee Williams <span style="font-family: Arial,Helvetica,sans-serif;">//Loneliness: Causes, Effects and Treatments for Loneliness// by Kendra Cherry <span style="font-family: Arial,Helvetica,sans-serif;">//Loneliness is Increasing -- and it can Harm your Health// by Sharon Jayson,, USA TODAY

<span style="font-family: Arial,Helvetica,sans-serif;">ANNALS OF THE NEW YORK ACADEMY OF SCIENCES: Issue: Social Neuroscience: Gene, Environment, Brain, Body: Social Isolation by John T. Cacioppo, Louise C. Hawkley, Greg J. Norman, and Gary G. Berntson

//<span style="font-family: Arial,Helvetica,sans-serif;">Having Good Friends May Be More Important Than Family Ties for Long Life //<span style="font-family: Arial,Helvetica,sans-serif;">by <span style="font-family: Arial,Helvetica,sans-serif;">Jennifer Warner

<span style="font-family: Arial,Helvetica,sans-serif;">//People Come Into Your Life for a Reason// by Alvin C. Romer <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">//Good Friends are Good for You// by Tom Valeo

Resource Links
<span style="font-family: Arial,Helvetica,sans-serif;">Analyzing a Text <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">//A Streetcar Named Success// by Tennessee Williams

<span style="font-family: Arial,Helvetica,sans-serif;">The following link will bring you to the downloadable document. Copy and past it into your web browser to download: <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;"> Loneliness: Causes, Effects and Treatments for Lonelinessby Kendra Cherry <span style="font-family: Arial,Helvetica,sans-serif;"> []

<span style="font-family: Arial,Helvetica,sans-serif;"> Loneliness is Increasing -- and it can Harm your Health by Sharon Jayson,, USA TODAY <span style="font-family: Arial,Helvetica,sans-serif;"> []

<span style="font-family: Arial,Helvetica,sans-serif;"> ANNALS OF THE NEW YORK ACADEMY OF SCIENCES: Issue: Social Neuroscience: Gene, Environment, Brain, Body: Social Isolation by John T. Cacioppo, Louise C. Hawkley, Greg J. Norman, and Gary G. Berntson <span style="font-family: Arial,Helvetica,sans-serif;"> []

<span style="font-family: Arial,Helvetica,sans-serif;"> Having Good Friends May Be More Important Than Family Ties for Long Life <span style="font-family: Arial,Helvetica,sans-serif;">by[|Jennifer Warner] <span style="font-family: Arial,Helvetica,sans-serif;"> []

<span style="font-family: Arial,Helvetica,sans-serif;"> People Come Into Your Life for a Reason by Alvin C. Romer <span style="font-family: Arial,Helvetica,sans-serif;"> []

<span style="font-family: Arial,Helvetica,sans-serif;"> Good Friends are Good for You by Tom Valeo <span style="font-family: Arial,Helvetica,sans-serif;"> []

Activities
//Note: When planning lessons related to the following activities, please consider that each activity (identified by an asterisk *) requires multiple days to complete.//


 * Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account through the following activities:

Students should pay particular attention to the themes of loneliness and comradery, explore how these themes are developed throughout each work, and determine how these themes are handled by each author in order to persuade his/her audience. These activities lend themselves well to writing assignments and/or group or whole class discussions.


 * Synthesize at least four of the readings in order to write an essay that addresses the following prompt: What are the causes and effects of loneliness and comradery, and how is this relevant to teenagers today? Make sure to cite any and all information used from the sources and to use quotes appropriately and skillfully. Although you will be using information and ideas from sources, your argument(s) and ideas must be central.


 * Choose at least two of the informational texts in order to conduct group discussions or write an essay that establishes how each author uses different techniques and approaches to establishing a similar controlling idea about loneliness and/or comradery. They should use the writing process to draft, edit, and revise in order to produce a final product that is free from errors and which exhibits control over stylistic conventions expected from a college level essay.


 * Identify and analyze (through discussion and writing) instances from the readings that they object to, disagree with, and or can argue against, and they will use sound logic and evidence to provide rebuttals to the readings (when necessary). This activity can be conducted through a variety of approaches, including whole class or group discussion, double entry journal, writing an argument essay, and/or close reading.

Assessments
The teacher will monitor and critique/evaluate class activities while providing assistance and feedback when necessary. Students will be assessed through a variety of evaluative tools/assignments. These include but are not limited to questioning during whole-class or individualized close readings which checks for understanding/comprehension of the texts' complexities an multiple meanings, homework assignments which reinforce skills developed during class activities and instruction, frequent quizzes, tests/exams, and thematic essay assignments which reinforce skills required for the Common Core English Standards, the English Regents Exam, and the above activities. Teachers should feel free to adapt any of the above activities to fit essay assignments or lessons that span multiple days. At the very least, a variation of the rubrics used for the English Regents should be used for evaluation and to provide students with feedback and validations of grades.